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UNIVERSITY  OF  OREGON  BULLETIN 

New  Series  DECEMBER,  1914  Vol.  XII,  No.  4 


University  of  Oregon 
Extension  Service 

( Compiled  by  JOSEPH  SHAFER ) 


Published  monthly  by  the  University  of  Oregon,  and  entered  at  the  postoffice  in 
Eugene,  Oregon,  as  second-class  matter. 


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UNIVERSITY  OF  OREGON 
EXTENSION  SERVICE 


(Compiled  by  JOSEPH  SHAFER  ) 


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Salem,  Oregon  : 

State  Printing  Department 
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TABLE  OF  CONTENTS 


Page 

1.  Extension  service  brings  the  University  to  the  people 3 

2.  Correspondence-study  department  6 

Offers  special  opportunity  for  non-campus  students 6 

When  organized  at  the  University  of  Oregon... 6 

Credit  given  for  correspondence  work 6 

General  courses  offered  are  of  wide  range 7 

Fees  for  courses  are  nominal 8 

Special  graduate  courses  may  be  arranged  for  students 8 

3.  Extension  lectures  9 

Lectures  serve  a wide  variety  of  occasions 9 

Lecture  courses  develop  special  subjects 10 

Lectures  supplement  the  work  of  extension  classes 10 

Summary  of  lectures  for  the  year  1914 10 

4.  Community  service  11 

Extension  schools  aid  in  solving  community  problems 11 

Special  conferences  furnish  expert  advice 11 

The  commonwealth  conference  investigates  state  problems 13 

Educational  conferences  plan  constructive  work  for  schools 13 

Interdenominational  conferences  are  valuable  to  ministers 14 

5..  Public  service  of  University  departments 16 

Department  of  economics  and  sociology  trains  for  good 

citizenship  16 

Bureau  of  municipal  research  aids  cities,  counties  and  state 16 

School  of  education  trains  teachers 18 

Teachers  receive  outlines  on  reading  circle  books 18 

Exceptional  children  are  tested  in  educational  clinic 18 

School  of  commerce  conducts  industrial  surveys 18 

School  of  architecture  aids  in  city  planning... 19 

Department  of  social  biology  studies  home  and  community 

problems  19 

Dr.  Hodge  prepares  a nature  study  course  for  the  schools 19 

University  laboratories  test  water  for  schools 20 

Botany  department  prepares  a compendium  of  Oregon  flora 20 

Zoology  department  promotes  bird  study 20 

Department  of  public  speaking  seeks  to  elevate  public  taste 

in  reading  and  dramatics 20 

University  fosters  high  school  debating  leagues 21 

History  department  develops  the  historical  resources  of  the 

state  and  of  the  Pacific  Northwest 22 

The  department  of  German  conducts  extension  classes 22 

The  department  of  English  develops  much  literary  talent 22 

The  department  of  chemistry  conducts  important  industrial 

investigations  22 

The  summer  school  provides  many  opportunities  for  teachers....  23 

6.  The  University  library  offers  special  service  to  the  state 24 

7.  A summary  of  University  publications  now  available 25 


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GENERAL  STATEMENT 

Extension  service,  as  developed  by  the  University  of  Oregon,  is  based 
upon  the  same  conception  of  the  purposes  and  function  of  a State  univer- 
sity as  are  all  the  other  activities  of  the  institution. 

The  people  maintain  their  University  because  they  need  it  and  have 
work  for  it  to  do.  They  use  it  as  an  instrument  for  the  realization  of 
increasingly  better  social,  political  and  educational  conditions  in  Oregon. 

Indirectly,  but  powerfully,  this  function  is  performed  by  the  regular 
work  of  instruction  on  the  campus.  To  the  young  men  and  women  who 
come  from  the  high  schools,  bringing  with  them  a good  ground-work  of 
facts  and  training,  together  with  a desire  to  invest  four  years  of  life 
in  preparing  to  live  more  completely,  the  campus  training  gives  a breadth 
of  knowledge,  an  ability  in  the  use  of  facts  and  ideas,  an  experience  in 
research,  a vision  of  latent  possibilities,  and  an  appreciation  of  the  beauty 
and  validity  of  the  ideal  of  unselfish  service  which  find  expression  in 
significant  social  and  political  leadership. 

By  no  means  a mere  by-product  of  campus  instruction  is  the  ability 
of  the  University  to  contribute  directly  to  the  life  of  the  State,  and  the 
obligation  to  do  this  both  faculty  and  students  have  been  quick  to 
recognize  and  to  assume.  The  people  of  Oregon  have  been  equally 
prompt  to  seize  the  opportunities  offered  and  they  are  making  increasing 
use  of  the  facilities  of  their  University  in  the  solution  of  problems  which 
confront  the  State  as  a whole,  the  several  communities,  and  individual 
citizens  who  are  unable  to  spare  the  time  required  for  resident  study. 

Every  one  of  the  specialists  on  the  faculty  of  the  University  of 
Oregon  feels  his  obligation,  second  only  to  his  work  with  his  students, 
to  respond  to  all  expressions,  or  evidences  of  need  from  the  State  at 
large,  which  his  special  training  and  research  may  fit  him  to  meet.  Thus 
we  see  the  men  and  women  of  the  University  faculty  at  work  all  over 
Oregon,  lecturing,  conferring,  advising,  holding  extension  classes,  bring- 
ing expert  analysis  and  advice  to  bear  upon  problems  which  local 
agencies  have  undertaken  to  study  or  to  solve.  Also,  we  are  beginning 
to  see  men  devoting  a major  part  of  their  time  to  extra-mural  work, 
men  whose  thought  and  effort  are  given  for  the  most  part  to  the  solution 
of  problems  which  they  meet  in  the  field.  The  work  which  Dr.  George 
Rebec  and  Dr.  Clifton  F.  Hodge  have  done  throughout  the  State  has  been 
possible  only  as  the  University  has  definitely  recognized  the  claim  of 
the  citizenship  outside  the  student  body  to  a share  of  its  attention  and 
instruction. 

Believing,  also,  that  the  people’s  University  must  assume  its  proper 
leadership  in  the  promotion  of  discussion  looking  toward  educational, 
civic  and  social  advancement,  the  University  has  been  instrumental  in 
bringing  into  being  the  Commonwealth  Conference,  held  annually  under 
the  auspices  of  the  Department  of  Economics  and  Sociology;  the  annual 
conference  of  educators,  which  meets  every  summer  in  connection  with 
the  summer  school;  the  interdenominational  conference  of  ministers 
which  assembles  on  the  campus  during  the  session  of  the  summer  school. 

The  University  has  also  long  recognized  an  obligation  to  make  the 
actual  work  of  instruction  available  in  as  large  measure  as  possible  to 
those  who  cannot  take  time  for  residence  5,tudy,  but  who  have  the  desire 
to  pursue  college  work.  This  is  done  by  means  of  correspondence  study 


4 


EXTENSION  SERVICE  BULLETIN 


and  extension  classes.  In  some  instances  the  work  is  almost  identical 
with  that  done  by  resident  students  of  the  University.  In  other  cases, 
the  work  is  of  a special  nature,  commanding  no  credit  toward  a degree, 
but  meeting  adequately  some  condition  or  need  in  the  life  or  work  of 
the  student. 

Thus  to  give  the  people  of  a whole  State  the  opportunity  virtually 
to  become  students  of  their  State  University  is  a somewhat  radical 
departure  from  the  theory  of  college  training  as  held  in  this  country 
until  25  or  30  years  ago.  Yet  the  departure  is  not  so  radical  as  it  might 
seem.  It  is  in  a sense  a return  to  the  ideals  which  gave  rise  to  the 
first  universities  of  medieval  and  modern  times,  wherein  learning  was 
brought  from  the  cloister  to  the  people,  and  lectures  and  instruction  were 
made  available  to  all  who  would  attend.  With  the  aid  of  the  railroad, 
the  mail  carrier  and  the  printing  press,  this  return  is  so  significant  as 
to  suggest  a popularizing  movement  in  education  comparable  to  the 
popularizing  movements  of  the  last  three  centuries  in  religion  and  in 
politics. 

Our  State  University  is,  in  theory  and  practice,  democratic.  Theory 
says  that  any  citizen  of  due  preparation  may  attend  the  University,  and 
the  State  makes  tuition  free.  During  the  college  year  1913-1914,  60  per 
cent  of  the  men  students  earned  the  whole  or  a portion  of  their  expenses 
for  the  year,  thus  proving  the  democratic  quality  of  the  students  in 
attendance.  Oregon  believes  that  the  advantages  of  the  institution  should 
be  open  also  to  the  multitude  of  men  and  women  whose  early  circum- 
stances or  whose  present  work  keep  them  from  the  campus,  provided 
these  persons  have  any  desire  to  gain  from  university  training.  Univer- 
sity teaching  is  not  necessarily  abstruse  and  difficult  beyond  the  com- 
prehension of  the  plain  citizen  of  limited  educational  training.  Many 
subjects,  it  is  true,  are  reached  by  college  students  before  graduation 
which  can  be  mastered  only  on  the  basis  of  long  preliminary  instruction; 
such  for  example,  are  the  higher  mathematics,  advanced  courses  in  the 
physical  and  natural  sciences,  languages  and  philosophy.  But  there 
are  in  the  modern  University  curriculum  many  studies  which  require  for 
their  mastery  rather  maturity  of  judgment  than  systematic  training. 
Such  are  most  of  the  courses  in  Economics,  Sociology,  Education,  History, 
English,  and  a body  of  special  studies  in  the  sciences  as  applied  to  life,, 
such  as  nature  study,  social  hygiene,  the  utilization  of  local  history 
material  in  the  common  school  and  the  high  school. 

But  the  most  direct  University  instruction  in  such  cases  signifies  the 
application  of  a definite  method  rather  than  the  control  of  a rigid  body 
of  facts,  a method  characterized  by  a desire  to  face  things  as  they  are, 
to  learn  the  truth  and  to  apply  it  in  constructive  action. 

The  method  is  one  which  appeals  to  men  and  women  who  have  had 
training  in  the  great  school  of  experience,  and  who  have  learned  to 
consider  the  meaning  of  facts  in  connection  with  the  daily  program 
of  life. 

Often  the  University  professor  finds  in  such  men  or  women  maturity 
of  judgment  and  seriousness  of  purpose  which  permit  work  of  a scope 
impossible  with  the  less  mature  undergraduates.  University  professors 
who  conduct  extension  classes  often  find  old  men  and  women  with  minds 
as  keen  to  discern  new  truth  and  as  eager  to  grapple  with  new  problems 
as  any  undergraduate.  College  instructors  who  have  held  classes  in 


EXTENSION  SERVICE  BULLETIN 


mathematics  in  a shop,  or  classes  in  accounting  in  an  office,  who  have 
read  papers  in  history  written  by  an  ambitious  young  man  in  a logging 
camp  or  lessons  in  English  mailed  from  the  sheep  ranges  of  Eastern 
Oregon,  come  to  feel  that  college  tradition  must  not  operate  to  restrict 
University  advantages  to  the  comparatively  few  who  can  come  to  the 
campus  for  full  training. 

There  can,  of  course,  be  no  thought  that  the  regular  courses  for  resi- 
dent students  will,  in  all  cases,  fill  the  requirements  of  the  extra-mural 
work.  We  find,  rather,  special  development  of  the  field  work,  an  adapta- 
tion to  State  and  community  problems,  with  the  learning  and  research  of 
the  instructors  of  the  State’s  Uniyersity  applied  in  the  development  of 
educational  opportunity  as  wide  as  the  State.  Thus  we  may  see  a two-fold 
development,  a more  socialized  curriculum  of  work  for  those  who  can 
invest  four  years  in  resident  study,  and  a busy  people’s  University,  for 
those  who,  pressed  about  by  the  cares  incident  to  making  a living  and 
burdened  with  the  responsibilities  of  active  citizenship,  nevertheless  find 
some  time  to  appreciate  University  advantages  and  to  avail  themselves 
of  the  assistance  of  University  experts. 

Such  a development  gives  splendid  tone  to  campus  life.  Professors 
who  face  actual  conditions  in  Oregon  communities  come  back  to  the 
campus  better  able  to  direct  the  training  of  students  who  are  to  live 
in  these  same  communities.  Students  who  are  at  the  University  as  a 
preparation  for  purposeful  citizenship  esteem  as  a rare  privilege  the 
opportunity  to  work  toward  the  solution  of  typical  and  concrete  problems 
touching  the  welfare  of  city,  county  and  State.  Frequent  opportunities 
to  meet  and  to  hear  men  engaged  in  the  work  of  the  more  complex  student 
body  outside  keep  the  feet  of  the  campus  students  on  firm  ground.  There 
is  no  break  after  college.  Graduates  leave  the  institution  ready  to  go 
to  work  and  fitted  to  succeed.  Their  relations  as  students  of  the  Univer- 
sity are  not  terminated  by  graduation.  They  are  simply  promoted  into 
the  large,  informal,  democratic,  State-wide  University,  which  is  growing 
up  as  extension  service  takes  its  place  in  the  economy  of  the  common- 
wealth. 


EXTENSION  SERVICE  BULLETIN 


CORRESPONDENCE  STUDY  DEPARTMENT 

The  most  intimate  touch  of  the  University  with  the  man  or  woman 
off  the  immediate  college  campus  is  gained,  perhaps,  through  the 
correspondence-study  department.  The  student  who  is  taking  University 
courses  by  correspondence  receives  the  personal  attention  of  the  instructor 
even  more  than  many  of  the  students  who  are  members  of  campus  classes, 
particularly  when  the  classes  are  large  and  the  major  portion  of  the 
instruction  is  by  lecture. 

There  is  also,  very  frequently,  a distinct  saving  of*  time  on  the  part 
of  the  correspondence  student,  for  he  concentrates  his  efforts  on  the 
phases  of  his  work  that  are  unfamiliar  to  him  and  progresses  as  fast 
in  his  studies  as  his  time  will  permit,  without  any  thought  of  accom- 
modating his  pace  to  that  of  class  associates,  as  is  necessary  in  regular 
class  work.  It  is  true  that  he  misses  the  inspiration  that  comes  from 
contact  with  fellow  students,  but  even  this  handicap  may  be  overcome  by 
the  ambitious  correspondence  student  through  the  organization  of  a 
study  group  in  his  home  community  among  a few  friends  who  are  inter- 
ested in  the  same  line  of  thought. 

The  sharp  demand  of  the  present  age  for  trained  men  and  women 
in  the  business,  professional  and  industrial  occupations  is  making  a 
higher  education  no  longer  a luxury,  as  once  it  seemed,  but  a necessity, 
if  one  is  to  advance  to  a position  that  will  satisfy  real  ambition.  Young 
men  and  women  who  can  afford  to  spend  four  or  six  years  in  training 
for  their  chosen  profession  are  well  provided  for  by  our  universities. 
It  is  to  the  young  person  with  limited  time  and  means,  and  to  the  middle 
aged  person,  who  must  study  while  engaged  in  gainful  occupation,  that 
correspondence  courses  offer  the  greatest  opportunity  and  encouragement. 

The  first  organized  university  extension  work  in  America  was  begun 
at  the  University  of  Chicago  and  the  University  of  Wisconsin  in  1892. 
Since  then  46  colleges  and  universities  have  taken  up  some  form  of 
extension  work  and  32  are  offering  correspondence  courses.  The  total 
enrollment  of  correspondence  students  in  these  32  institutions  is  19,644. 
Twenty  of  these  institutions  give  credit  toward  a degree,  but  the  amount 
of  credit  varies  widely.  A number  allow  one-half  the  credit  necessary 
for  undergraduate  degrees,  others  allow  one-third,  and  two  no  more 
than  one-fourth.  A few  grant  credit  toward  graduate  degrees,  also. 

The  correspondence-study  department  of  the  University  of  Oregon 
was  organized  in  1907  to  meet  the  demands  of  numbers  of  teachers  who 
needed  help  in  preparing  themselves  for  the  teachers’  examination. 
Reports  of  the  work  that  was  being  done  along  this  line  gradually  came 
to  the  attention  of  others  who  were  interested  in  home  study  and  who 
in  turn  insisted  upon  the  addition  of  courses  of  a more  cultural  nature. 
These  have  been  offered  as  rapidly  as  the  resources  available  for  cor- 
respondence work  would  permit. 

While  university  credit  is  given  for  most  of  the  courses  now  offered 
and  their  general  outline  is  much  the  same  as  that  followed  in  the 
classrooms,  yet  the  instructors  have  tried  whenever  possible,  to  work  out 
the  plan  for  them  with  the  distant  student  in  mind.  An  appeal  is  made 
to  the  student’s  individual  interest  and  ability;  he  is  given  a wide  range 
in  his  supplementary  reading  and  he  is  constantly  urged  to  use  his  own 
ingenuity  in  working  out  the  various  problems  he  meets  with  in  his 


EXTENSION  SERVICE  BULLETIN 


7 


study.  In  this  way  a student’s  resourcefulness  and  personal  initiative 
are  very  greatly  strengthened,  while  on  the  other  hand,  personal  quickness 
and  insight  receive  their  full  reward  in  the  form  of  credit  for  work  done. 

Thus  far,  the  teachers  of  the  State  have  been  the  most  liberal  patrons 
of  the  correspondence  courses.  They  are  young  men  and  women  who 
are  anxious  to  improve  their  professional  equipment  both  for  the  personal 
pleasure  and  stimulation  that  definite  study  brings  to  them,  and  for  the 
sake  of  professional  advancement  which  depends  upon  continuous  intel- 
lectual growth.  Many  students  who  do  not  wish  to  spend  the  full  four 
years  at  the  University  take  correspondence  courses  to  shorten  the 
period  of  residence  to  three  or  three  and  a half  years.  Clerks,  stenogra- 
phers, business  and  professional  men,  miners,  lumbermen,  farmers  and' 
farm  hands,  housekeepers,  mothers,  women’s  clubs,  civic  clubs,  reading 
circles  and  similar  organizations  also  find  inspiration  and  guidance  in 
correspondence  courses. 

These  courses  are  divided  into  assignments,  or  lessons,  with  directions 
to  guide  the  student  in  his  preparation  of  them.  The  lessons  vary  in 
length  in  the  different  courses,  but  in  a full  five-hour  course  each  lesson 
requires,  on  an  average,  between  six  and  seven  hours  of  preparation,  or 
an  hour  a day  for  the  week.  The  student  sends  in  his  written  report  on 
each  lesson  to  the  correspondence-study  department,  where  it  is  corrected 
by  the  instructor  and  returned  with  such  criticism  and  suggestions  as 
may  be  required.  Each  student  in  this  way  receives  personal  attention 
and  assistance,  where  it  is  most  needed. 

The  correspondence  courses  offered  by  the  University  are  grouped 
as  college  courses,  in  which  students  may  earn  credit  to  the  extent  of 
40  semester  hours  to  be  applied  toward  graduation;  entrance  courses, 
which  may  be  taken  for  the  removal  of  entrance  conditions  in  prepara- 
tion for  a regular  university  course;  courses  for  clubs,  consisting  of 
topical  outlines  and  bibliographies  on  subjects  of  general  interest;  and 
courses  for  teachers,  consisting  of  outlines  and  study  helps  on  the  books 
included  in  the  teachers’  reading  circle  list.  The  college  courses  include 
Architecture,  four  courses;  Bird  Study;  Botany;  Debating;  Economics, 
five  courses;  Education,  four  courses;  German;  History,  four  courses; 
Home  Biology,  two  courses;  Journalism,  two  courses;  Literature,  five 
courses;  Mathematics,  six  courses;  Philosophy;  Physics,  four  courses; 
Psychology,  two  courses;  Sociology,  two  courses. 

The  entrance  courses  include  English;  History;  Literature,  five 
courses;  Mathematics,  six  courses;  Physics. 

There  are  outlines  for  clubs  on  the  History  of  Art,  Oregon  History, 
Economic  Problems,  British  Poets  of  the  Nineteenth  Century,  Citizenship 
Study,  and  the  English  Novel. 

The  outlines  for  the  teachers’  reading  circle  work  cover  the  ten  books 
in  the  list  prepared  by  the  State  Superintendent  of  Public  Instruction 
for  the  year  1914-1915. 

This  is  a total  of  83  courses,  and  represents  the  efforts  in  one  way 
or  another  of  30  members  of  the  faculty.  These  professors  who  are 
giving  their  time  for  correspondence  work  do  it  in  addition  to  their 
regular  classroom  work. 

In  order  to  reduce  to  the  minimum  any  obstacles  that  might  prevent 
a worthy  student’s  securing  university  instruction,  the  correspondence- 
study  department  requires  no  formal  examination  for  entrance  into  the 


EXTENSION  SERVICE  BULLETIN 


department  and  places  the  fees  for  the  courses  at  the  lowest  possible 
figures.  The  total  fee  for  one  of  the  most  extensive  single  courses 
offered  is  but  four  dollars,  and  the  fees  for  30  semester  hours  of  college, 
work — the  equivalent  of  a full  year  at  the  University — would  probably 
not  be  more  than  eighteen  or  twenty  dollars.  The  department  encourages 
students  to  continue  their  connection  with  it  as  long  as  they  can  do  so 
with  profit  to  themselves.  It  requires  formal  examinations  only  on  the 
completion  of  courses  for  which  credit  is  desired  by  the  students  taking 
•them. 

Graduate  courses  are  provided  for  students  who  wish  to  undertake 
such  work  and  arrangements  can  be  made  for  others  to  satisfy  the 
individual  needs  of  students. 

Thus  the  University,  through  the  correspondence-study  department, 
is  endeavoring  to  place  a liberal  education  within  the  reach  of  everyone 
at  slight  expense  and  with  no  loss  of  time  from  regular  pursuits. 

A bulletin  describing  the  correspondence  study  courses  in  detail, 
explaining  conditions  of  enrollment,  etc.,  can  be  obtained  by  addressing 
the  Extension  Division  of  the  University  of  Oregon,  Eugene. 


EXTENSION  SERVICE  BULLETIN 


EXTENSION  LECTURES 

The  lecture  branch  of  the  extension  service  is  a development  mainly 
of  the  past  six  years.  The  University,  like  all  other  institutions  of 
higher  education,  has  always  been  ready  to  respond  to  the  calls  of 
communities  for  lectures  and  addresses  from  its  faculty  members.  In 
the  early  days  Dr.  Thomas  Condon  delighted  many  Oregon  audiences 
with  his  brilliant  discourses  on  scientific  themes,  while  President  Chap- 
man and  President  Strong  were  heard  gladly  by  gatherings  of  teachers 
and  other  bodies  in  all  sections  of  the  State. 

This  service  was  of  course  incidental.  During  the  past  few  years, 
however,  the  demand  for  lectures  has  grown  to  such  proportions  that 
even  with  an  enlarged  faculty,  the  University  could  hope  to  meet  the 
demand  only  by  a careful  organization  which  aims  to  bring  out  nearly 
all  members  of  the  faculty  in  types  of  lecture  work  appropriate  to 
their  several  fields,  or  to  their  special  personal  qualifications. 

Types  of  Lectures  Demanded 

The  demand  is  for  lectures  of  varied  character  to  serve  a wide 
variety  of  occasions.  Teachers’  institutes,  pedagogical  clubs,  etc.,  want 
discussions  of  special  educational  topics,  as  well  as  general  informational 
or  inspirational  lectures.  High  school  commencements  call  for  lectures 
especially  designed  to  stimulate  the  ambition  of  young  graduates  and 
to  afford  clues  toward  the  choice  of  vocations.  Educational  rallies  of 
the  people  and  teachers  of  school  districts  or  groups  of  districts  call  for 
something  more  specialized,  such  as  a lecture  on  the  need  and  the  methods 
of  educational  improvement  in  rural  neighborhoods.  Civic  clubs,  local 
improvement  associations  and  similar  bodies  demand  lectures  treating 
of  the  ways  of  solving  specific  civic  problems,  or  lectures  placing  before 
the  community  desired  civic  ideals.  Granges  and  other  farmers’  organi- 
zations are  deeply  concerned  with  sociological  problems  which  may  be 
educational,  like  the  redirection  of  the  rural  school,  but  which  may  have 
relation  to  the  question  of  markets,  cooperative  banking,  taxation  systems. 
Women’s  clubs  call  for  a variety  of  lectures,  civic,  educational,  literary, 
artistic,  philosophical,  historical  and  scientific.  Labor  unions  are 
especially  interested  in  discussions  of  problems  directly  affecting  labor, 
such  as  unemployment,  workmen’s  insurance,  immigration,  the  unearned 
increment,  and  socialism.  Parent-teacher  associations  call  frequently 
for  lectures  covering  topics  in  civic  biology,  like  school  and  home  sanita- 
tion, the  elimination  of  the  fly  pest,  the  physiology  of  alcohol,  the  edu- 
cational uses  of  bird  life  and  of  nature  study,  aside  from  more  general 
educational  lectures,  and  others.  Commercial  clubs  welcome  lectures  on 
problems  in  civic  improvement,  the  relation  of  the  local  press  to  business 
prosperity,  city  and  county  reorganization,  the  principles  of  cost  finding 
in  public  administration,  the  problem  of  markets  with  reference  to 
existing  or  potential  local  production,  and  the  problems  connected  with 
the  physical  growth  of  the  city,  such  as  civic  centers,  parks,  playgrounds 
and  the  general  city  plan. 

Churches  in  arranging  their  community  service  programs,  and  libra- 
ries in  arranging  similar  programs  call  fo^  most  of  the  types  of  lectures 
indicated  above. 


EXTENSION  SERVICE  BULLETIN 


10 


Lecture  Courses 

In  addition  to  the  single  lectures  for  special  occasions,  just  described, 
there  is  a growing  demand  from  organized,  or  partially  organized, 
groups  of  persons  engaged  in  special  studies,  for  courses  of  lectures 
developing  their  special  subjects.  Examples  of  such  courses  are  Mrs. 
Parsons’  course  in  Literary  Appreciation,  given  at  the  Portland  Central 
Library;  Professor  Schafer’s  course  in  Contemporary  History,  at  the 
same  place;  Professor  Rebec’s  course  in  the  History  of  Art,  before  the 
Portland  Art  Institute,  and  Professor  Sheldon’s  course  in  School  Systems 
and  in  Education  and  Childhood  in  Modern  English  Fiction,  given  before 
the  Grade  Teachers’  Association  and  the  High  School  Teachers’  Associa- 
tion in  Portland. 

Lectures  to  Extension  Classes 

Another  distinct  type  of  lecture  is  the  lecture  intended  to  amplify 
or  elucidate  matter  studied  by  classes  from  textbooks  or  other  assign- 
ments. Such  classes  are  usually  a modification  of  the  correspondence- 
study  method  of  instruction.  Under  the  latter  method  the  individual 
student  prepares  his  assignment  and  mails  it  to  the  instructor,  who 
makes  corrections  and  suggestions,  returning  it  with  a new  assignment. 
Under  the  combination  method  the  individual  student  works  out  the 
assignment,  but  meets  with  others  doing  the  same  work  to  hear  lectures 
from  the  instructor.  The  demand  for  the  organization  of  classes  naturally 
comes  from  the  centers  of  population.  Classes  have  been  organized  in 
Portland,  Salem,  Eugene,  Medford  and  other  towns.  The  most  popular 
subjects  of  study  thus  far  are  English,  mathematics,  mechanical  draw- 
ing, art,  psychology,  sociology,  German  literature,  and  education.* 

Summary  of  Lecture  Service  for  the  Year 

During  the  year  just  passed,  from  January  1,  1914,  to  January  1, 
1915,  the  members  of  the  University  faculty  delivered  523  lectures  to 
161  rural  communities  and  towns  in  the  State.  Seventy-eight  towns 
were  visited  more  than  once,  some  of  them  having  arranged  for  courses 
of  lectures.  The  attendance  at  these  523  lectures,  as  nearly  as  can  be 
estimated,  was  58,154  persons. 

This  work  has  been  limited  geographically  to  no  particular  section 
of  Oregon,  but  has  reached  directly  26  counties,  from  Malheur  and 
Wallowa  on  the  east  to  Clatsop  and  Coos  on  the  west,  and  from  Klamath 
on  the  south  to  Hood  River  on  the  north. 

Thirty  members  of  the  faculty  are  willing  to  use  their  leisure  time 
on  week-end  days  and  such  other  time  as  they  could  spare  from  class 
instruction  to  deliver  these  lectures.  For  this  service  they  receive  no 
remuneration  other  than  their  actual  expenses. 


* A bulletin  giving  detailed  information  about  the  lectures  offered  and  the 
mode  of  securing  them  can  be  obtained  from  the  Extension  Division,  University 
of  Oregon,  Eugene. 


EXTENSION  SERVICE  BULLETIN 


11 


COMMUNITY  SERVICE 

The  Extension  School  or  Community  Conference 

The  Extension  Division  of  the  University  has  undertaken  lines  of 
service  for  entire  communities  quite  apart  from  the  usual  lecture  service. 
One  of  these  lines  is  represented  by  the  Extension  School.  In  some  cases 
this  has  consisted  of  several  parallel  courses  of  highly  specialized  lectures 
bearing  on  specific  problems  of  the  community  in  which  the  school  was 
held,  with  conferences  and  discussions  calculated  to  make  a definite 
application  to  local  situations  of  the  matter  presented.  The  problems 
discussed  have  related  to  educational  improvement,  to  cooperative  effort 
in  solving  the  problems  of  youthful  delinquency,  the  development  of 
recreational  agencies,  the  conservation  of  local  history  and  its  employ- 
ment in  building  a community  consciousness,  town  planning,  sanitation 
and  the  relation  of  town  and  village  to  the  outlying  rural  neighborhoods. 

In  the  holding  of  such  schools  or  conferences,  several  departments 
of  the  University  cooperate,  as  the  above  type  subjects  indicate,  and  the 
University  has  also  invited  and  secured  cooperation  from  the  Extension 
Division  of  the  Oregon  Agricultural  College.  Arrangements  for  the 
meetings  are  made  with  groups  of  citizens,  or  more  frequently  with  the 
superintendents  of  the  schools  of  the  towns  in  which  the  meetings  are 
to  be  held.  When  possible,  the  meetings  are  held  in  the  local  high  school 
building  and  they  usually  last  from  three  days  to  a week. 

Such  meetings  are  found  to  be  exceedingly  valuable  as  a means  of 
focusing  the  interest  of  citizens  upon  the  significant  sociological  problems 
of  their  immediate  environment.  They  develop  local  leadership,  and 
commonly  result  in  vitalizing  existing  local  civic  organizations  or  in 
creating  new  organizations  to  cope  with  the  problems  to  be  solved. 
When  held  in  the  high  schools,  the  meetings  prove  especially  fruitful  in 
pointing  out  to  high  school  pupils  ways  of  performing  practical  com- 
munity service.  Teachers,  also,  receive  help  toward  making  certain 
subjects,  like  civics,  history,  and  biology,  much  more  vitally  interesting 
to  their  pupils,  by  imparting  to  these  subjects  a definite  social  aim. 

Special  Conferences 

To  a constantly  increasing  extent  the  local  communities  are  making- 
use  of  the  University’s  facilities  for  furnishing  expert  advice  regarding 
problems  which  have  become  acute  and  upon  which,  therefore,  public 
opinion  has  become  keenly  alive.  Thus,  one  town  wishes  to  project  a 
park  system  and  appeals  to  the  University  School  of  Architecture  to 
help  by  sending  a man  to  look  over  the  ground  and  to  confer  with 
citizens  about  plans;  another  wishes  to  install  in  its  administration  an 
up-to-date  accounting  system  and  calls  in  the  University  expert  in 
municipal  accounting;  a third  community  wants  to  devise  practicable 
plans  for  handling  the  problem  of  the  vacation  play  of  the  children  and 
calls  to  its  aid  one  of  the  University’s  directors  of  physical  training; 
several  contiguous  rural  school  districts  feel  the  need  of  combining  to 
maintain  an  adequate  modern  school  for  rural  children  and  invite  one 
of  the  educational  experts  to  explain  the  advantages  of  consolidation, 
the  mode  of  procedure  to  be  followed,  and  the  proper  organization  of 


12 


EXTENSION  SERVICE  BULLETIN 


the  hoped-for  new  school;  another  community  has  decided  to  free  itself 
from  the  time-old  pest  of  flies  and  calls  upon  the  professor  of  Social 
Biology  to  help  plan  their  campaign;  another  community  seeking  to 
build  up  manufactories,  finds  itself  face  to  face  with  the  problem  of 
marketing  several  possible  lines  of  products  and  secures  the  aid  of  the 
director  of  the  School  of  Commerce  who  can  advise  concerning  the 
market  outlook  in  the  several  lines  under  consideration. 

The  above  are  recent  examples  of  community  service  through  special 
conferences,  and  the  frequency  of  the  calls  received  proves  that  this 
branch  of  extension  work  is  coming  to  be  appreciated  by  the  people 
of  the  State. 


EXTENSION  SERVICE  BULLETIN 


13 


CONFERENCES  AT  THE  UNIVERSITY 

The  Commonwealth  Conference 

The  largest  community  served  directly  by  the  University  is  the 
State  of  Oregon  in  its  organic  character.  Of  course,  in  a very  real  sense, 
every  activity  of  the  University,  both  on  and  off  the  campus,  has  relation 
to  State  service.  But  there  are  ranges  of  activity  which  are  readily 
enough  marked  off  from  others  and  classed  as  Commonwealth  Service. 
Such  are  helps  toward  shaping  needed  legislation  by  assembling  data 
on  legislative  topics,  critically  analyzing  laws  existing  elsewhere  on 
the  same  topics,  and  especially  promoting  as  widespread  an  interest  as 
possible  in  the  scientific  study  of  Oregon’s  resources  and  the  best  modes 
of  conserving  them.  Questions  of  political,  social,  economic  reorganiza- 
tion in  the  interest  of  efficiency  and  consequent  enhanced  social  welfare 
are  frequently  up  for  discussion  and  the  University,  with  its  trained 
specialists  in  law,  politics,  economics,  sociology,  history,  and  also  the 
sciences  which  are  involved  in  the  processes  of  production,  like  chemistry, 
bacteriology,  etc.,  may  be  properly  expected  to  help  society  in  its  effort 
to  solve  them.  The  University  might  even  be  expected  to  take  a leading 
part  in  bringing  all  the  interested  intellectual  forces  of  the  common- 
wealth to  bear  on  these  problems. 

It  was  with  such  views  of  the  University’s  function  that,  some  seven 
years  ago,  Mr.  F.  G.  Young,  Professor  of  Economics  and  Sociology  at 
the  University,  developed  with  faculty  cooperation  his  unique  plan  for 
a Commonwealth  Conference,  which  since  1909  has  been  held  annually 
at  the  University.  It  has  brought  together  representatives  of  every 
significant  social  and  economic  interest  in  the  State  and  by  concentrating 
upon  a few  leading  problems  like  water-power  development  in  Oregon, 
workingmen’s  compensation,  tax  reform,  unemployment,  and  cooperative 
distribution,  the  conference  has  done  much  to  clarify  public  thought  upon 
these  subjects.  In  some  cases  legislative  programs  of  far  reaching 
importance  have  grown  out  of  these  conferences,  which,  in  addition, 
have  been  a powerful  agency  in  promoting  sound  methods  of  investiga- 
tion. The  very  fact  that  these  meetings  are  genuine  conferences , in 
which  the  laboring  man  and  the  employer,  the  transportation  company 
and  the  shipper,  the  water-power  owner  and  the  small  consumer  of 
electric  energy,  get  together  and  compare  points  of  view,  in  an  atmos- 
phere which  compels  each  to  place  public  interest  prominently  to  the 
fore,  is  a condition  fraught  with  promise  for  the  future  of  the  common- 
wealth. 

The  Commonwealth  Conference  is  directed  by  a special  committee 
of  the  faculty  of  which  Professor  F.  G.  Young  is  chairman. 

The  Educational  Conference 

In  the  year  1910,  there  was  held,  in  connection  with  the  Summer 
School,  an  Educational  Conference,  called  by  Professor  H.  D.  Sheldon, 
Dean  of  the  School  of  Education.  This  conference  has  been  an  important 
feature  of  the  annual  summer  school  session.  In  it  leading  educational 
men  and  women  of  Oregon  confer  among  themselves  and  with  other 
citizens,  about  plans  for  educational  improvement. 


EXTENSION  SERVICE  BULLETIN 


14 


During  the  first  conference  discussions  were  centered  upon  the 
following  topics:  (1)  The  County  High  School  Fund;  (2)  An  Improved 
System  of  Supervision  for  Rural  Schools;  (3)  The  Improvement  of 
Teachers  in  Service,  Through  the  Requirement  of  Reading  Circle  Work; 
(4)  The  Raising  of  the  Educational  Qualifications  of  Teachers. 

Those  who  are  familiar  with  Oregon’s  recent  educational  history  will 
recognize  in  these  topics  the  subjects  of  later  laws.  The  High  School 
Fund  law  is  now  in  operation  in  one-fifth  of  the  counties  of  Oregon. 
It  is  affording  hundreds  of  country  children  in  these  counties  the  oppor- 
tunity to  secure,  at  home,  an  education  much  more  adequate  than  that 
provided  by  the  common  school  alone.  The  supervisory  system  although 
subject  to  considerable  criticism  in  some  counties,  and  possibly  requiring 
modification,  has  inaugurated  a new  era  in  the  life  of  rural  school 
communities.  The  law  providing  that  all  teachers  shall  carry  on  lines 
of  study  during  service  has  resulted  in  a marked  increase  of  intellectual 
vitality  among  rural  school  teachers.  The  new  educational  requirements 
for  common  school  teachers  are  about  to  go  into  effect  and  promise  a 
decided  fundamental  improvement  in  conditions. 

Other  topics  presented  at  later  conferences  were:  (1)  The  Junior 
High  School;  (2)  The  County  Unit  in  School  Organization;  (3)  A Gen- 
eral State  Fund,  for  the  more  adequate  support  of  common  schools; 
(4)  Types  of  Individual  Training;  (5)  Practicable  Plans  of  Consolida- 
tion for  Rural  Schools,  etc. 

The  Educational  Conference  is  under  the  direction  of  the  educational 
faculty  of  the  Summer  School. 

Interdenominational  Conference  of  Ministers 

During  the  Summer  Session  of  1913,  and  again  during  the  session  of 
1914,  the  campus  of  the  University  was  the  meeting  place  of  ministers 
of  various  denominations  who  desired  to  confer  together  about  questions 
of  common  interest  to  workers  in  the  field  of  religious  effort.  The  idea 
of  such  a conference  was  suggested  by  Dr.  John  H.  Boyd,  pastor  of  the 
First  Presbyterian  Church,  Portland,  whose  deep  interest  led  him  to 
undertake  the  organization  needed  to  realize  it. 

The  desirability  of  such  a conference  being  evident,  the  University 
was  selected  as  the  place  of  holding  it,  because  (1)  it  is  a neutral  center, 
yet  in  active  sympathy  with  the  programs  of  social  amelioration  which 
religious  bodies  are  developing  today;  (2)  it  presents  in  its  summer  school 
classes  and  lectures  in  sociology,  ethics,  literature,  history,  sciences,  and 
languages,  a specially  helpful  opportunity  to  busy  ministers  who  desire 
to  gain  new  view  points  or  to  undertake  special  studies  even  for  a 
brief  period;  (3)  the  University’s  library  and  other  facilities  are  an 
attraction  to  the  studious,  as  are  the  general  surroundings,  to  the  person 
seeking  a delightful  place  of  recreation. 

As  its  name  suggests,  the  conference  is  strictly  interdenominational, 
and  no  questions  are  raised  upon  which  essential  agreement  cannot  be 
hoped  for.  The  topics  of  discussion  have  been  such  as  relate  to  the 
preparation  of  the  minister  for  his  work,  methods  of  reaching  the  com- 
munity with  his  religious  and  social  message,  ways  in  which  the  village 
or  rural  church  can  contribute  to  build  up  the  economic  and  social  life 
of  the  community,  as  well  as  the  spiritual,  plans  of  church  confederation 
which  would  prevent  undue  duplication  of  churches  in  small  towns,  etc. 


EXTENSION  SERVICE  BULLETIN 


15 


The  Ministers’  Conference  is  directed  by  the  participating  churches 
through  representative  ministers  and  laymen.  The  University  welcomes 
the  ministers  to  the  campus  and  affords  them  every  facility  for  confer- 
ence just  as  it  welcomes  organized  bodies  of  citizens  representing  other 
laudable  interests  of  State-wide  importance. 


16 


EXTENSION  SERVICE  BULLETIN 


PUBLIC  SERVICE  OF  UNIVERSITY  DEPARTMENTS 

University  Extension  might  be  described  as  the  entire  University 
functioning  in  the  work  carried  on  beyond  the  campus  of  the  institution. 
All  of  this  work  must  necessarily  be  done  by  men  connected  with  the 
University  faculty,  or  administrative  force,  in  some  capacity.  Generally, 
the  men  are  regular  professors  or  instructors  in  the  departments  of 
the  University.  For  the  sake  of  efficiency,  the  extension  work  is  carried 
on  largely  through  a very  simply  organized  Extension  Division,  having 
offices,  an  office  force  and  a director  on  the  campus,  and  controlling 
the  time  of  certain  members  of  the  faculty,  who  devote  themselves  mainly 
to  the  field  work.  This  Extension  organization  otherwise  acts  as  a 
medium  between  the  people  of  the  State  who  manifest  their  demand  for 
service,  and  the  various  departments  from  which  normally  the  service 
must  come. 

Since  the  University  is  organized  for  instructional  purposes  into 
departments,  a statement  of  the  services  properly  to  be  expected  from 
the  several  departments  most  intimately  in  touch  with  public  interests 
will  be  the  best  means  of  analyzing  for  readers  of  this  pamphlet  the 
facilities  the  University  offers  for  extension  work  in  general. 

Department  of  Economics  and  Sociology 

By  its  inherent  character,  the  Department  of  Economics  and  Sociology 
deals  largely  with  affairs  of  a public  nature.  Its  courses  of  instruction 
are  projected  with  a view  to  training  for  good  citizenship.  Public 
activities,  as  well  as  textbooks,  furnish  matter  of  instruction  and  mate- 
rials for  constructive  criticism. 

The  department  for  many  years  has  conducted  researches  upon 
problems  of  vital  State  concern,  like  the  Economics  of  the  Good  Roads 
Problem,  Comparative  Study  of  Water  Power  Legislation  in  various 
states  and  countries,  the  principles  of  taxation,  cooperative  distribution 
agencies,  county  reorganization,  and  many  others. 

Much  of  the  work  has  been  done  by  the  professors  and  instructors, 
and  a large  share  has  been  done  by  advanced  students  who  prepared 
theses  under  the  guidance  of  the  professor  in  charge.  Such  researches, 
either  directly,  or  after  forming  the  subjects  of  discussion  of  the 
Commonwealth  Conference,  have  been  available  for  the  use  of  legislative 
committees  and  State  and  county  officers. 

This  department,  in  addition  to  initiating  the  Commonwealth  Con- 
ference, described  above,  has  also  secured  the  organization  of  the 
Bureau  of  Municipal  Research. 

Bureau  of  Municipal  Research 

The  Municipal  Research  Bureau  gives  aid  to  city  and  county  officials 
along  two  well  defined  lines: 

1.  It  is  prepared  to  give  up-to-date  information  on  municipal  and 
county  affairs. 

2.  It  is  prepared  to  give  to  the  cities  and  counties  of  the  State  the 
services  of  its  expert  on  municipal  affairs,  who  will  assist  them  in 
installing  new  and  modern  business  methods. 


EXTENSION  SERVICE  BULLETIN 


17  ' 


Under  the  first  general  line  of  service,  the  following  ways  of  coopera- 
tion may  be  mentioned: 

(a)  The  Bureau  will  advise  inquirers  of  the  very  latest  books  or 
magazine  articles  dealing  with  any  subject  connected  with  municipal, 
county,  or  State  administration,  and  will  either  loan  such  books  or  tell 
where  they  may  be  purchased. 

( b ) It  will  loan  its  collection  of  city  charters,  model  ordinances, 
departmental  manuals,  or  give  assistance  in  drafting  charters  or 
ordinances. 

(c)  It  will  undertake  to  collect  information  on  any  municipal  subject 
desired,  and  send  a resume  of  its  findings  in  the  form  of  a report. 

( d ) It  will  tell  how  the  various  city  departments  are  administered  in 
other  cities. 

( e ) It  is  now  issuing  a monthly  pamphlet  entitled,  “Short  Talks  for 
Busy  Officials,”  dealing  with  modern  methods  of  conducting  city 
business.  This  it  will  send  to  any  official  or  citizen  requesting  it. 

The  services  offered  by  this  Bureau  along  the  second  general  line 
of  activities  can  perhaps  be  best  explained  by  citing  what  it  is  already 
doing  for  other  cities. 

1.  A charter  was  prepared  for  one  city,  which  was  adopted  by  the 
citizens. 

2.  Studies  were  made  of  the  methods  employed  in  conducting  the 
police,  fire,  health,  street  cleaning  departments,  and  the  treasurer’s  and 
recorder’s  offices  in  Medford,  Albany,  Lebanon,  La  Grande,  Eugene 
and  Salem,  and  suggestions  were  made  for  improving  the  service. 

3.  A complete  and  modern  accounting  and  purchasing  system  was 
installed  in  one  city,  which  has  been  in  successful  operation  for  six 
months. 

4.  Another  city  was  given  aid  in  establishing  a sinking  fund.  The 
exact  installments  needed  to  be  set  aside  each  year  were  computed  for 
the  city. 

5.  The  Model  Budget  Ordinance  prepared  by  the  Bureau  has  been 
adopted  in  several  cities,  and  these  cities  are  now  operating  under  a 
scientific  budget,  thus  effectively  stopping  the  accumulation  of  a debt 
for  paying  current  expenses. 

6.  A model  health  ordinance  was  drafted  for  another  city. 

7.  The  Bureau  cooperated  with  the  Lane  County  Taxpayers’  Com- 
mittee and  its  investigations  showed  that  by  paying  for  the  county 
advertising  on  the  basis  of  inches  occupied,  rather  than  the  number  of 
lines  and  by  specifying  the  kind  of  type  used,  a saving  of  $500.00  a year 
could  be  effected. 

8.  A study  has  been  made  of  the  work  done  by  nearly  all  State 
boards  and  commissions  and  the  Bureau  has  a large  amount  of  informa- 
tion which  bears  directly  upon  the  plans  for  the  reorganization  of  the 
State  departments. 

Any  group  of  citizens,  commercial  clubs,  women’s  clubs,  or  officials 
wanting  special  investigations  made  in  the  affairs  of  the  city  or  county 
with  a view  of  securing  greater  economy  or  more  efficient  organization 
should  write  to  the  Municipal  Research  Bureau  asking  their  expert  to 
come  to  their  town  and  secure  the  facts  for  them. 


18 


EXTENSION  SERVICE  BULLETIN 


THE  SCHOOL  OF  EDUCATION 

The  School  of  Education  has  as  its  first  function  the  training  ,of 
young  men  and  women  to  be  effective  teachers  in  high  schools,  principals 
of  high  schools,  school  superintendents,  and  supervisors.  The  courses 
of  instruction,  to  these  ends,  have  their  definite  relation  to  the  educa- 
tional activities  of  the  entire  State  which  in  a sense  constitute  the  most 
important  laboratory  of  the  school.  The  researches  carried  on  by 
teachers  and  advanced  or  graduate  students  deal  largely  with  practical 
problems  in  school  policy,  like  the  comparative  study  of  modes  of  school 
support  in  the  several  states,  the  certification  of  teachers,  comparative 
school  systems,  systems  employed  in  training  common  school  teachers, 
and  various  others.  These  studies  are  always  available  as  helps  in 
legislation. 

The  School  of  Education,  cooperating  with  principals  and  superin- 
tendents, has  initiated  a series  of  local  educational  surveys.  These  aim 
to  secure  complete  control  of  the  facts  which  influence  the  educational 
development  of  a community  and  to  point  out  constructively  the  best 
available  means  of  improving  the  service,  or  of  reducing  its  cost  to  the 
people. 

The  School  of  Education,  too,  has  undertaken,  by  request,  the  duty 
of  outlining  courses  of  reading  prescribed  for  teachers  by  the  State 
Board  of  Education,  and  through  the  Extension  Division,  these  courses 
or  outlines  are  supplied  to  teachers,  their  studies  supervised,  and  the 
work  tested  and  certified.  This  work  is  done  by  way  of  cooperation 
with  the  several  county  superintendents.  Four  thousand  teachers  of 
Oregon  are  provided  with  these  outlines. 

A good  beginning  has  been  made  toward  the  establishment  at  the 
University  of  an  Educational  Clinic  for  testing  the  exceptional  children 
of  the  school  grades.  This  means,  on  one  hand,  the  backward  children, 
and  on  the  other,  the  uncommonly  brilliant.  The  aim  is  to  provide  with 
reference  to  each  class:  (1)  easy  and  simple  tests  which  can  be  applied 
by  teachers  and  supervisors  everywhere;  (2)  a carefully  planned  course 
of  procedure  in  dealing  with  each  of  the  two  classes  to  the  end  that  the 
tragic  waste  of  talent,  now  so  common  a spectacle,  may  gradually  be 
eliminated  from  the  schools  of  Oregon. 

School  op  Commerce 

The  School  of  Commerce  is  one  of  the  newer  departments  of  the 
University.  It  was  established  under  the  ruling  of  the  Board  of  Higher 
Curricula,  in  June,  1914. 

Aside  from  its  function  of  direct  instruction,  the  School  of  Commerce 
was  given  at  the  outset  a most  important  investigative  function.  The 
director  of  the  school,  Mr.  H.  B.  Miller,  who  was  for  many  years  in 
the  diplomatic  and  consular  service  of  the  United  States,  both  in  Europe 
and  in  the  Orient,  has  undertaken  with  the  aid  of  a strong  commission 
made  up  of  prominent  business  men  of  the  State,  to  conduct  an  Indus- 
trial Survey  of  Oregon. 

The  object  of  the  survey  is:  (1)  to  study  the  conditions  of  production 
and  the  market  outlook  for  each  of  the  existing  industries  of  the  State; 
(2)  to  consider  the  prospects  of  proposed  or  potential  industries  from 
the  standpoint  of  comparative  conditions  of  production  and  of  marketing. 


EXTENSION  SERVICE  BULLETIN 


19 


Several  valuable  studies  are  already  complete  and  the  results  will 
be  published  in  some  form  for  the  benefit  of  the  industries  concerned. 

The  Board  of  Advisers  in  the  conduct  of  the  Industrial  Survey  con- 
sists of  C.  C.  Colt,  C.  E.  Spence,  A.  H.  Harris,  W.  K.  Newell,  John 
Keating,  R.  W.  Raymond,  and  W.  D.  Skinner. 

The  School  of  Architecture 

Mr.  Ellis  F.  Lawrence,  Director  of  the  School  of  Architecture,  is 
a practising  architect  of  distinction,  who  is  interested  in  landscape  art, 
equally  with  the  structural.  He  recognizes  the  almost  unique  oppor- 
tunity presented  by  the  present  comparative  smallness  of  Oregon  towns 
to  secure  for  the  State,  through  wise  planning  for  their  future  growth, 
the  best  results  in  the  artistic  appearance  of  our  towns  and  cities,  their 
healthfulness,  economy,  and  general  homelikeness.  To  this  end,  despite 
pressing  duties,  Director  Lawrence  is  glad  to  respond  to  occasional  calls 
to  lecture  and  conduct  conferences  on  the  subject  of  town  planning. 

Social  Biology 

Doctor  C.  F.  Hodge,  well  known  all  over  Oregon  through  his  exten- 
sion lectures  before  institutes,  parent-teacher  associations,  study  clubs, 
women’s  clubs,  and  general  audiences,  is  Professor  of  Social  Biology  in 
the  University. 

Doctor  Hodge  defines  his  problem  as  consisting  of  “problems  of 
home  and  community  life  in  the  solution  of  which  every  member  of 
society  is  vitally  concerned,  whether  he  realizes  it  or  not.”  Examples 
are  the  preventable  illness  of  3,000,000  Americans  annually,  at  a money 
loss  of  $8,000,000,000.  The  vast  losses  entailed  upon  individuals  and 
communities  through  the  ravages  of  insect  pests  like  flies,  which  can 
be  eradicated  by  proper  social  and  educational  methods;  the  cost  involved 
in  the  wanton  or  ignorant  destruction  of  bird  life. 

Doctor  Hodge  has  delivered  some  hundreds  of  lectures  in  Oregon  on 
themes  including  the  above;  also  on  educational  phases  of  nature  study, 
and  civic  biology.  The  University  published,  for  the  benefit  of  the 
State,  his  illustrated  bulletin  on  “House  Flies,”  “Outline  for  Practical 
Lessons  and  Plans  for  Flyless  Homes,”  which  was  used  as  a basis  for 
fly  extermination  campaigns  in  schools  and  in  cities,  towns,  and  villages 
of  Oregon,  also  in  many  other  states,  and  several  foreign  countries, 
including  South  Africa  and  China. 

At  the  request  of  State  Superintendent  J.  A.  Churchill,  Professor 
Hodge  has  prepared  a course  of  Nature  Study  lessons  for  the  use  of 
the  schools,  which  course  has  been  published  by  the  State  Department 
of  Education  in  the  1914  Course  of  Study.  He  has  published  through 
the  Oregon  Teachers’  Monthly,  for  the  benefit  of  common  school  teachers, 
hints  on  teaching  nature  work,  and  he  is  now  preparing  for  general  use, 
a one  thousand  point  score  card  for  a standard  home.  Tentative  sugges- 
tions for  this  score  card  have  been  published  by  Doctor  Hodge  in  the 
Extension  Monitor.  For  copies  of  the  Monitor  address  Extension  Divi- 
sion, University  of  Oregon,  Eugene. 

Doctor  Hodge’s  time  is  largely  at  the  command  of  the  Extension 
Division,  and  he  will  fill  lecture  engagements  next  year  as  he  did  during 
the  year  just  closing. 


20 


EXTENSION  SERVICE  BULLETIN 


Biology 

The  Department  of  Biology,  separated  now  into  two  departments  of 
Botany  and  Zoology,  has  had  an  intimate  relation  to  the  development 
of  extension  work,  particularly  in  the  following  ways: 

(a)  Professor  Albert  R.  Sweetser,  now  head  of  the  Botany  Depart- 
ment, but  formerly  head  of  the  undivided  department,  was  for  a time 
biologist  of  the  State  Board  of  Health,  in  which  capacity  he  began  the 
systematic  testing  of  drinking  water  for  the  communities  of  the  State. 
This  work  thus  provided  for  has  gone  on  to  a considerable  extent.  The 
city  of  Eugene  pays  the  expense  of  the  tests  of  the  local  water  supply, 
which  tests  are  made  regularly  in  the  University  laboratory,  but  to  the 
extent  of  its  facilities,  the  University  tests  freely  all  samples  sent  in 
from  the  outside.  Many  tests  are  made  for  rural  schools  and  village 
schools. 

( b ) Professor  Sweetser  also  initiated  for  Oregon,  seven  years  ago, 
the  campaign  for  ridding  Oregon  of  flies — work  which  during  the  past 
two  years  has  been  pushed  to  conclusions  in  many  localities  under  the 
leadership  of  Dr.  C.  F.  Hodge,  head  of  the  department  of  Social  Biology. 

(c)  The  department  has  prepared  a compendium  of  Oregon  flora, 
which  has  been  of  great  service  to  the  schools  and  to  private  students; 
bulletins  have  been  issued  on  special  botanical  problems,  and  a large 
and  complete  herbarium,  arranged  primarily  for  the  use  of  botany 
students  of  the  University  has  been  placed  at  the  disposal  of  communities 
seeking  to  study  the  flora  of  their  own  environments. 

( d ) The  Zoology  division  has  gathered  and  preserved  a notable  col- 
lection of  Oregon  birds,  sections  of  which  have  been  sent  the  rounds 
of  many  Oregon  schools  to  promote  intelligent  bird  study.  In  coopera- 
tion with  the  Oregon  Game  Commission,  the  study  of  game  birds  and 
of  game  animals  is  being  prosecuted  actively  this  winter.  The  game 
trails  of  the  Oregon  mountains  are  the  laboratory  for  this  study. 

Public  Speaking 

The  Department  of  Public  Speaking  contributes  largely  to  the  outside 
work  of  the  University. 

The  professor  of  Public  Speaking,  Mr.  Archibald  F.  Reddie,  seeks  to 
elevate  the  public  taste  in  reading  and  dramatics: 

1.  By  giving  public  readings  under  the  auspices  usually  of  the  high 
schools.  Professor  Reddie  is  well  known  as  one  of  the  best  readers  in  the 
West  and  his  readings  have  been  so  much  in  demand  that  the  towns  of 
Oregon  vie  with  one  another  for  the  benefit  of  his  interpretations  of 
Shakespeare,  Ibsen,  Dickens,  Galsworthy,  Maeterlinck,  and  a considerable 
number  of  other  writers.  Professor  Reddie  can  possibly  reach  personally 
only  a portion  of  the  places  which  ask  for  his  readings. 

2.  By  presenting  each  year  at  the  University,  on  an  occasion  which 
brings  representatives  from  the  State  at  large — like  Commonwealth  Day, 
Junior  Week-End,  or  Commencement — some  significant  dramatic  perform- 
ance in  which  the  professor  and  his  class  in  dramatic  interpretation 
assume  all  the  characters.  Notable  among  these  performances  have  been 
the  rendering  of  Ibsen’s  Peer  Gynt  and  Shakespeare’s  King  Lear,  both 
staged  out  of  doors — the  first  in  a natural  amphitheatre  among  the  fir- 
crowned  ridges  southwest  of  Eugene,  the  second  on  the  campus — and  each 
visited  by  a great  concourse  of  visitors  from  all  sections  of  Oregon. 


EXTENSION  SERVICE  BULLETIN 


21 


3.  By  selecting  and  adapting  to  the  use  of  the  high  school  dramatic 
associations  plays  of  a high  order  of  literary  merit  or  of  special  value  for 
their  moral  teaching,  which  are  then  sent  on  request  to  high  schools  wish- 
ing to  stage  plays  as  a part  of  their  work  in  English  or  Public  Speaking. 

4.  Professor  Reddie  also  conducts  an  advanced  class  in  Public  Speak- 
ing at  Portland,  emphasizing  problems  of  voice-building.  This  is  of 
special  interest  to  public  lecturers,  preachers,  salesmen,  and  public  readers. 

5.  Assistant  Professor  Prescott  is  secretary  of  the  Oregon  High 
School  Debating  League,  organized  by  the  University  some  years  ago 
under  the  leadership  of  Mr.  E.  E.  DeCou,  Professor  of  Mathematics.  He 
prepares  an  annual  bulletin,  published  by  the  University  of  Oregon,  which 
sets  forth  the  rules  governing  competition  in  debate  among  the  high 
schools  presenting  agreed-on  subjects  and  suggesting  materials  of  study.* 
Mr.  Prescott  also  conducts  outside  classes  in  argument  and  debate. 


♦Copies  of  the  High  School  Debating  Manual  can  be  had  by  applying  to  the 
Registrar,  University  of  Oregon,  Eugene. 


22 


EXTENSION  SERVICE  BULLETIN 


History  Department 

The  Department  of  History  has  concerned  itself  largely  with  the  devel- 
opment of  the  historical  resources  of  the  Pacific  Northwest;  of  Oregon, 
and  of  the  localities  in  Oregon.  A considerable  portion  of  the  work  has 
had  reference  to  the  teaching  activity  of  the  department.  Advanced 
students  have  been  encouraged  to  prepare  theses  on  phases  of  this  history, 
which  studies  are  thenceforth  available  to  other  students,  to  local  histori- 
cal societies,  or  to  individuals  or  clubs,  engaged  in  this  field  of  research. 
Studies  of  the  history  of  special  communities  are  made  by  students  repre- 
senting those  communities.  These  studies  are  believed  to  be  a means  of 
stimulating  a highly  desirable  interest  in  community  life. 

The  department  has  for  many  years  conducted  a correspondence-study 
course  in  Oregon  History,  for  which  many  Oregon  teachers  are  enrolled. 
This  is  one  way  in  which  the  vitalizing  influence  of  local  history  is 
brought  into  the  schools  of  the  State.  Another  mode  is  by  means  of 
lectures  to  bodies  of  teachers,  or  to  schools,  and  by  encouraging  local 
societies  or  study  groups  to  collect  historical  material  with  the  aid  of  the 
schools  and  to  employ  this  material  again  for  the  benefit  of  the  school 
classes  in  History,  Civics,  Geography,  and  English. 

Emphasis  is  placed  on  recent  developments  in  Oregon  political  history, 
and  one  member  of  the  department,  Professor  R.  C.  Clark,  contributes 
reg*ularly  to  the  Oregon  Teachers’  Monthly,  for  the  benefit  of  teachers, 
discussions  of  the  most  important  aspects  of  current  State  politics. 

Other  Departments 

The  Department  of  Germanic  Language  and  Literature  has  conducted 
extension  work  in  the  form  of  outside  classes  and  lectures,  and  it  has  also 
promoted  actively  the  plans  now  being  carried  out  in  several  towns  for 
teaching  German  in  the  grades. 

The  Department  of  English,  through  Assistant  Professor  Parsons,  has 
developed  much  interest  throughout  the  State  by  means  of  lectures  in 
Literary  Appreciation  and  class  conferences  in  Short  Story  Writing.  The 
work  is  mainly  for  the  benefit  of  teachers  in  service,  journalists,  and 
other  mature  and  busy  men  and  women. 

Professor  Parsons’  several  classes  in  Portland  now  number  about  four 
hundred  and  fifty  persons,  some  of  whom  as  a result  of  their  work  have 
developed  literary  talent  sufficient  to  command  remuneration  for  short 
stories  and  articles. 

The  Department  of  Chemistry  has  conducted  important  investigations 
along  industrial  lines,  such  as  vinegar-making,  the  manufacture  of 
alcohol  from  waste  farm  products,  the  utilization  of  the  by-products  of 
lumber  manufacture,  etc.,  the  results  of  which  are  at  the  disposal  of  those 
interested. 

By  reference  to  the  Extension  Lecture  Bulletin,  it  will  be  seen  that 
professors  in  departments  whose  work  is,  by  its  nature,  more  strictly 
limited  to  campus  classes,  are  nevertheless  ready  to  contribute  to  the 
outside  work  in  the  way  of  public  lectures  and  addresses,  sometimes 
within  the  fields  of  their  specialties,  sometimes  in  other  fields. 


EXTENSION  SERVICE  BULLETIN 


2: 


The  Summer  School 

The  Legislative  Assembly  of  1913  appropriated  $30,000  for  the  bien- 
nium for  the  support  of  the  extension  work  of  the  University  and  the 
maintenance  of  the  Summer  School. 

In  a sense,  the  Summer  School  contributes  an  important  phase  of 
extension  service,  inasmuch  as  it  ministers  to  the  needs  of  those  who  are 
fully  occupied  with  work  for  a livelihood  during  the  regular  school  year. 
The  Summer  School  enables  busy  teachers,  superintendents,  and  principals 
to  pursue  University  courses  of  study  at  a time  of  the  year  when  their 
own  schools  are  not  in  session,  and  it  enables  professional  men  and 
women  other  than  teachers  to  occupy  in  profitable  study  the  period  of 
their  annual  vacations. 

The  work  done  in  the  summer  session,  while  not  so  wide  in  scope,  is  in 
quality  fully  up  to  the  level  of  work  done  during  the  regular  session. 
Teachers  and  others  have  been  coming  to  the  University  in  yearly 
increasing  numbers  for  the  sake  of  the  Summer  School  opportunity.* 


*A  bulletin  describing  plans  for  the  1915  Summer  School,  outlining  courses  of 
study  and  announcing  lectures  and  other  features,  will  be  issued  in  March,  1915. 
It  can  be  secured  by  writing  to  the  Registrar,  University  of  Oregon,  Eugene. 


24 


EXTENSION  SERVICE  BULLETIN 


THE  UNIVERSITY  LIBRARY 

The  University  Library  contains  now  about  52,000  volumes,  three- 
fourths  of  which  have  been  added  during  the  last  seven  years.  These 
books  have  been  selected  with  a view  to  meeting  the  needs  of  the  members 
of  the  Faculty  and  the  students,  but  it  is  the  desire  of  those  administering 
the  Library  to  extend  its  usefulness  as  generally  as  possible  to  the  people 
of  the  State.  Following  are  some  of  the  ways  in  which  the  Library  is  of 
service  to  citizens  of  Oregon  not  in  residence  at  the  University: 

1.  It  is  of  assistance  to  the  public  and  school  libraries  of  the  State  by 
lending  to  them,  from  its  collection,  books  that  they  need  to  meet  some  of 
the  special  and  exceptional  demands  of  their  readers. 

2.  It  sends  books  to  individuals  who  live  in  communities  without  ade- 
quate library  facilities.  The  Library  has  on  its  growing  list  of  regular 
mail-order  patrons  the  name  of  a goodly  number  of  teachers,  ministers, 
club  women,  etc.  The  extension  of  parcel  post  rates  to  include  books  has 
greatly  reduced  the  expense  of  sending  books  through  the  mails.  Weekly 
lists  of  books  added  to  the  Library  are  sent  to  those  applying  for  them, 
and  special  reference  lists  on  topics  of  general  interest  are  issued  from 
time  to  time. 

3.  It  loans  from  time  to  time,  to  the  correspondence  students  of  the 
University,  books  which  they  desire  to  supplement  the  textbook  work 
assigned  in  the  courses  given. 

4.  It  sends  out  collections  of  books  to  various  study  clubs  that  are 
following  courses  outlined  by  the  Correspondence-Study  Department. 

5.  The  Library  is  available  for  reference  purposes  to  all  readers  who 
are  able  to  come  to  Eugene  to  use  it. 

6.  The  Library  also  does  its  best  to  answer  inquiries  from  any  persons 
wishing  information  of  various  sorts  that  can  be  briefly  given.  The 
Library  staff  is  in  close  touch  with  the  members  of  the  University  Fac- 
ulty, a body  of  experts  in  the  fields  of  literature,  languages,  the  sciences, 
art,  architecture,  history,  politics,  commerce,  etc.,  and  their  knowledge 
concerning  such  matters  as  can  be  readily  handled  by  correspondence  is 
available  to  those  who  wish  to  apply  for  it.  Information  especially  regard- 
ing the  best  literature  of  various  subjects — where  it  can  be  found,  etc. — 
will  be  gladly  furnished. 

7.  The  University  has  something  of  a collection  of  unbound  duplicate 
periodicals  which  it  is  glad  to  send  out  to  individuals  wishing  material  on 
topics  of  interest. 

8.  In  cases  where  the  services  of  copyists  are  desired  to  make  digests 
or  copies  of  library  material  that  cannot  be  loaned,  competent  persons 
will  be  engaged  who  will  do  the  work  at  reasonable  rates. 

9.  The  Library  has  a collection  of  art  photographs — reproductions  of 
masterpieces  of  architecture,  sculpture,  and  painting — which  are  available 
for  the  use  of  study  clubs. 

10.  The  Library  is  glad  to  be  of  such  service  as  it  can  to  the  profes- 
sional men  and  women  of  the  State — the  doctors,  lawyers,  ministers, 
engineers,  journalists,  teachers,  etc.,  in  meeting  their  special  problems, 
and  it  welcomes  at  all  times  requests  and  inquiries,  which  it  answers  to 
the  best  of  its  ability. 

Communications  regarding  .Library  service  may  be  addressed  to 
M.  H.  Douglass,  Librarian. 


EXTENSION  SERVICE  BULLETIN 


25 


UNIVERSITY  PUBLICATIONS  NOW  AVAILABLE 

Volume  I 

2.  Beowulf.  Prof.  I.  M.  Glen.  January,  1904. 

Volume  II 

1.  Water  Power  on  the  Santiam.  Prof.  E.  H.  McAlister.  November,  1904. 

Volume  III 

1.  State  Normal  School  Systems  of  the  United  States.  Prof.  H.  D. 
Sheldon.  November,  1905. 

Volume  IV 
Volume  V 

8.  Country  High  School  Organization,  and  the  Training  of  Teachers. 
September,  1908. 

Volume  VI 

3.  The  Acquisition  of  the  Oregon  Territory.  Part  I — Discovery  and 
Exploration.  Prof.  Joseph  Schafer,  Ph.  D.  December,  1908. 

5.  Procedure  for  Tax  Reform  in  Oregon.  Prof.  F.  G.  Young.  Feb- 
ruary, 1909. 

Volume  VII 

2.  The  Oregon  High  School  Debating  League.  October,  1909. 

3.  A Study  in  Roman  Coins  of  the  Empire.  November,  1909. 

Volume  VIII 

1.  The  Problem  of  Teaching  Rhetoric  in  the  High  School.  Prof. 
Edward  A.  Thurber.  September,  1910. 

2.  Oregon  High  School  Debating  League.  Prof.  Edgar  E.  DeCou. 
October,  1910. 

3.  First  Annual  Educational  Conference,  University  of  Oregon.  June 
20-21,  June  23-24,  1910.  November,  1910. 

4.  Second  Annual  Commonwealth  Conference,  University  of  Oregon. 
February  11-12,  1910.  December,  1910. 

Volume  IX 

2.  Oregon  High  School  Debating  League.  October,  1911. 

4.  The  Last  of  the  Sequani.  A Study  in  Reconstruction.  Frederic 
Stanley  Dunn.  December,  1911. 

5.  The  Economics  of  Oregon’s  Good  Roads  Problem.  F.  G.  Young. 
January,  1913. 

Volume  X 

1.  The  Proposed  Commonwealth  Service  of  the  University  of  Oregon. 
F.  G.  Young.  September,  1912. 

2.  University  Extension  and  Commonwealth  Service.  Joseph  Schafer. 
October,  1912. 

4.  Bibliography  of  the  Geology,  Paleontology,  Mineralogy,  Petrology 
and  Mineral  Resources  of  Oregon.  December,  1912. 

5.  Concrete  Roads  versus  Macadam.  E.  H.  McAlister.  January,  1913. 


26 


EXTENSION  SERVICE  BULLETIN 


Volume  XI 


1.  Oregon  High  School  Debating  League.  August,  1913. 

4.  Catalog  of  Correspondence-Study  Department.  November,  1913: 

5.  Choosing  a Calling.  Illustrated  Bulletin.  December,  1913. 

7.  Alumni  Register.  February,  1914. 


Volume  XII 


1.  Correspondence-Study  Department  Announcements  for  1915.  Sep- 
tember, 1914. 

2.  A Study  of  Oregon  Pleistocene.  Mrs.  Ellen  Condon  McCornack. 
October,  1914. 

3.  Oregon  High  School  Debating  League.  Robert  W.  Prescott. 
November,  1914. 


UNIVERSITY  OF  ILLINOIS 


